Teaching Fundamentals Workbook 

Please use the attached as a guide to the work on the L4 Fundamentals course and the assessment criteria related to each task:

Assessment guide to L4 Award in Teaching Fundamentals

Please note that any PPA weeks may be subject to change.

Training Feedback Form

Tasks & Downloads

1. Complete your Settling-In Checklist
2. Write your first Training Day 1 Reflection
3. Start your W1 Independent Learning Journal - Settling In Focus
4. Review and sign the AI Use Declaration Form

Tasks & Downloads

1. Continue your school research using the W2 Independent Learning Journal - Reflection on Learning from School Research
2. Use the Gibbs Reflective Cycle Framework

Tasks & Downloads

1. Complete W3 Independent Learning Journal - Safeguarding
2. Use the DSL Meeting Form
3. Review the Study Group Materials for this week’s session.
   This includes:
   1. At the Chalkface: Education Today
   2. Professional Behaviours - Non-negotiables
4. Begin Assignment 1 using the Safeguarding Assignment Pack
   This includes:
   1. Safeguarding Assignment Guidance
   2. Prof. Kaplan - Research Skills Support
   3. Keeping Children Safe in Education
   4. TES Safeguarding Report 2025
   5. Academic Structure of a Paragraph
   6. G2T Guide to APA 7th Edition referencing system
   7. Gibbs Reflective Cycle - One Page Summary
   8. Paragraphing - How to

Tasks & Downloads

1. Begin by completing your independent journal: W4 Independent Learning Journal - Behaviour Policy and Practice
2. Observe a colleague using effective strategies to manage behaviour using the Observing Colleagues -Behaviour Wk4. 
3. Reflect on 2 takeaway strategies from the observation using this: Evaluation of two strategies [behaviour] 
4. Refer to the Behaviour Management Guidance and to a past student's exemplar form to help you understand the task: student exemplar
5. Review two example behaviour Policies: Michaela and Rushcliffe for comparison and context.

1. Begin the Proposal for your School Community Project

2. Use the Observing Colleagues - Planning Wk5 template to observe how a colleague has planned their lesson effectively. Use the support resources under points 5 and 6 below to help you.

3. Reflect on 2 takeaway strategies from the observation using this: Evaluation of two strategies (planning)

4. Complete this week's ILJ on Planning once you've completed your Observation of of a Colleague: ILJ - Week 5: Planning

5. Refer to the Planning Guidance document to help you with your observation.

6. You can also look at the Observing Colleagues exemplar if you'd like to see how other trainees have completed similar tasks.

1. Complete the Proposal for your School Community Project

2. Complete your review of the first half-term at your placement school: W6 Independent Learning Journal - Reflection and Review

3. Tripartite Discussion:

Arrange a time and date for a 20-30 minute professional chat with your In-School Mentor and G2T Partnerships Coordinator to consider your progress so far and show what you've learnt. Give your mentor the following paperwork to complete on your behalf: (1) Tripartite record document (for mentor use and trainee prep) (2) Mentor endorsement

Well done for completing your first 6 weeks in school! It may not seem like much, but it's quite an important milestone because you'll have started to understand a lot about how schools and teaching work. This Bloom's Mini Project is a chance to look ahead to the theme we'll be moving on to during the training day and next half-term: Planning. By understanding the framework behind Bloom's Taxonomy Revised, you can start to understand how you can get your pupils thinking and learning at different levels of complexity. 

Here are the resources to help you complete your paperwork tasks - if they're not here, it's because you can complete them on the Hub itself.

Part 1: What is Bloom's Taxonomy? Watch the video on the Hub. Bloom's Ladder visual

Task 1: Can I recall the main ideas? Complete the Warm-Up Quiz on the Hub.

Task 2: Do I understand how the different thinking levels work? Complete the summary on the Hub.

Part 2: Applying Bloom's Taxonomy in Education - read the page.

Task 3: Can I align the thinking levels with the learning activities? Complete the drag and drop challenge on the Hub. You can try as many times as you like!

Task 4: Can I use the model examples to produce two Bloom's frameworks of lesson ideas? Paperwork - download and complete: Best Fit activity - follow the models to create your own frameworks

Task 5: Can I create a lesson plan based on the Taxonomy? Now's the real test of what you've understood about Bloom's Taxonomy! Applying your understanding to create something new: a lesson. Remember to use the support resources below to help you to plan your lesson or learning experience - you can edit the lesson plan proforma as necessary.

Lesson plan proforma example - please change/adapt as necessary (but don't take out key sections!):

Lesson Planning proforma (harder)

Lesson Planning/learning experience proforma (easier)

Example lesson plans: (you can use these as a rough guide)

Lesson plan example 1

Lesson plan example 2

Written summary of the What Is Bloom's? YouTube video

Video transcript word for word

Best Fit activity - reminder

Verbs for planning lessons - scaffolding support resource 1 of 2

Verbs for planning lessons - scaffolding support resource 2 of 2

Matching activity solution

1. Complete your TD2 workbook activities in the workbook you were given on the day of your training. Follow the instructions on the Hub for how to submit your workbook.

2. Discuss a lesson or learning experience with your mentor that you would like to plan, deliver and have them observe you teach. Remember: Week 7 is about discussing the lesson with your mentor and pulling together your thoughts based on this professional conversation - it is NOT discussing the lesson plan itself, as you'll do this next week, in Week 8.

3.  Capture your thoughts about the mentor meeting and the ideas for your lesson on this week's learning journal: W7 ILJ Focus - Mentor meeting and planning process. You can also use the form to record the key discussion points from your mentor meeting ahead of writing your ILJ if you would find this useful: Mentor Meeting form (optional)

4. Don't forget to submit your Safeguarding assignment from Week 3 this week.

Week 8 is a milestone week because it's a chance to create a lesson or learning experience of your own that you are going to be observed teaching. Remember, you have done quite a bit of preparation for this, between your PPA Week 1 Bloom's project and TD2 training, so it shouldn't feel too daunting. You'll have also spoken to your mentor and hopefully have agreed a suitable time and topic for the lesson.

1. Create your lesson plan

Here are the Lesson plan proformas and  examples from your PPA Week 1 resources to help you - please change/adapt as necessary (but don't take out key sections!):

Lesson Planning proforma (harder)

Lesson Planning/learning experience proforma (easier)

Example lesson plans: (you can use these as a rough guide)

Lesson plan example 1

Lesson plan example 2

Written summary of the What Is Bloom's? YouTube video

Video transcript word for word

Best Fit activity - reminder

Verbs for planning lessons - scaffolding support resource 1 of 2

Verbs for planning lessons - scaffolding support resource 2 of 2

Matching activity solution

2. Reflect on how you have found the experience of planning your first lesson/learning experience in this week's Learning Journal: W8 Learning Journal

3. Give your mentor a copy of the Feedback and Action Plan form so that they know what feedback you're looking for on your lesson and teaching when they observe you. You can find it here: Feedback and Action Plan form

1. Complete your Feedback and Action Plan based on your discussion with your mentor about the lesson they observed. You can scan in handwritten notes, but you must also submit the completed form: Feedback and Action Plan form

2. Complete your W9 ILJ on the success of your lesson and the status of your School Community Project.

3. Don't forget that your School Community Project is due in next week (Week 10)  Proposal for your School Community Project

School Community Project submission template

It's all about your School Community Project this week - there is space to upload any photos or other evidence that you would like to share to demonstrate the impact and value of your contribution.

Proposal for your School Community Project

School Community Project submission template

1. Use the Observing Colleagues - Formative Assessment W11 template to observe how a colleague has used assessment effectively during their lesson. Use the support resources under points 5 and 6 below to help you.

3. Reflect on 2 takeaway strategies from the observation using this: Evaluation of two strategies (formative assessment)

4. Complete this week's ILJ on Formative Assessment once you've completed your Observation of of a Colleague: ILJ - Week 11: Formative Assessment: W11 ILJ Formative Assessment.

You might also like to revisit this: Dylan Wiliam's 5 Principles of Formative Assessment

5. Refer to the Formative Assessment Guidance document to help you with your observation: Observing for skills in Formative Assessment

6. You can also look at the Observing Colleagues exemplar if you'd like to see how other trainees have completed similar tasks :student exemplar - observing others

1. Prepare for this week's Study Group on Formative Assessment. Find the resources under the Study Group links on the Workbook (this page).

2. Looking ahead: whole programme self-assessment and action plan. You may wish to complete this when you've had the chance to speak to your mentor for feedback and advice - it's up to you! L4 Fundamentals - Self-audit

3. Complete your final W12 Independent Learning Journal - and you're finished! Well done.

(Please note - the W12 journal is for you to give us a bit of personal feedback about your experience at school and of the course, and the content is not linked to any specific course assessment criteria).

Training Day 1 Behaviour For Learning Slides

Training Feedback Form - Needs to be completed by all attendees.

1. 1. At the Chalkface: Education Today
   2. Professional Behaviours - Non-negotiables

1. Review and prepare for your second Study Group using the following materials:

Thrive Behaviour Management Tips

DW 5 principles of formative assessment infographic

Formative_Assessment_Strategies_Practical_Guide_for_Trainee_Teachers

Blooms Ladder

20-Bloom-Question-Cues-Chart

Do_Now_Activities_for_Trainees

Blooms Taxonomy (Revised Version)

Quotes 1

Socratic Questioning - RS

Challenge 1 - pathway

Challenge card 2 - accessibility

Challenge card 3 - formative assessment

Blooms-Taxonomy-Question-Stems_by_Top-Hat

Training presentation PDF - Lesson planning and formative assessment TD2

This week's Study Group is on the topic of Planning, and it's a good time to review and comment on some of the resources that you were sent after TD2 to support you with planning. You can download them straight from the email you were sent by Teaching and Learning, or access them here.

This week's Study Group is on the topic of Formative Assessment, and it's a good time to review and comment on some of the resources that you were sent after TD2 to support you with formative assessment. You can download them straight from the email you were sent by Teaching and Learning, or access them here.

Please revisit this: Dylan Wiliam's 5 Principles of Formative Assessment

Read this document - Strategies for Clarifying Learning Intentions - and make note of a strategy that you are not familiar using.

Also, have a good read of these: 

DW Principle 1 -Learning Intentions

DW Principle 2: Elicit Prior Learning 

DW Principle 3: Feedback than moves learning forward

DW Principle 4: Peer assessment

DW Principle 5: Self-assessment